Exploring Writing Anxiety and Writing Strategies among Undergraduates

Abstract

Writing is an important but difficult skill in foreign language learning, particularly in Japanese as a foreign language (JFL). This is especially true when learning JFL, which is characterised by its complex writing systems and grammatical structures. Many students struggle with writing, which can have a negative impact on their confidence and participation in the classroom. Given this, the purpose of this study is to investigate how learners perceive writing anxiety and use writing strategies in Japanese composition. Ninety-one students in the Japanese preparatory programme were given a survey questionnaire with a 5-point Likert scale. The instrument was modified from Raoofi et al. (2017) and Cheng (2004), and the data was analysed using SPSS correlation analysis. According to the findings, JFL students are more likely to experience cognitive anxiety, particularly the fear of making mistakes and receiving poor grades. Despite this, the majority of students reported looking for additional opportunities to practise writing outside of the classroom and did not avoid writing assignments. Furthermore, the study found that students actively use writing techniques in five areas: metacognitive, effort regulation, cognitive, social, and affective strategies. Regular checks are also made to ensure that grammar is correct. Overall, the study found that JFL students exhibit both strategic writing behaviour and writing anxiety, emphasising the importance of strategy-based, supportive instruction.